Minnesota›Schools›ST. CLAIR ELEMENTARY

ST. CLAIR ELEMENTARY

PublicGrādījumi -1–6
SAINT CLAIR, Minnesota · ST. CLAIR PUBLIC SCHOOL DISTRICT
SCHOOL SNAPSHOT
Studenti Studenti411
ST attiecība17.2:1
FRL20%
I. Titulu INo

Key Indicators

At-a-glance snapshot, compared to state averages where available

State avg: 287
411
Total Enrollment
State avg: 48%
20%-27.4pp
Free/Reduced Lunch
17.2:1
Student : Teacher
Public
Sector
No
Title I
District
Governance
-1–6
Grade Span
Elementary
Level

Overview

ST. CLAIR ELEMENTARY is a public elementary serving grades -1–6 in SAINT CLAIR, Minnesota. The school enrolls 411 students. It is part of the ST. CLAIR PUBLIC SCHOOL DISTRICT district.

Source: NCES CCD (2025)

Strengths & Things to Consider

Indicators pulled CCD and benchmarked against Minnesota state averages. This is not a ranking — different families value different things.

Strengths

Serves a relatively affluent student body
20% free/reduced-lunch eligibility (below 48% state average)

Klavs fakts

SectorPublic
Skolas tipa —
Lielāko daļu no to ir iespējams izmantot, lai novērstu iekaisumu.Elementary
Grade Span-1–6
Šobrīd ir tikai viens no galvenajiem faktoru veidiem, kā novērst infekcijas.ST. CLAIR PUBLIC SCHOOL DISTRICT
County27013
Ja jūs vēlaties, lai jūs varētu izmantot šo ierīci, jūs varat izmantot šo ierīci, lai novērstu iekaisumu.SAINT CLAIR
ZIP56080
Šārta skolas Charter SchoolNo
Magnētisko skolu No
I. Titulu INo
NCES School ID273348001477

Student Demographics

Total Enrollment411
White95.4%
Hispanic / Latino2.4%
Black / African American0.7%
Asian0.5%
American Indian / Alaska Native0.0%
Native Hawaiian / Pacific Islander0.2%
Two or More Races0.7%

Race / Ethnicity Distribution

White
95.4%
Hispanic
2.4%
Black
0.7%
Asian
0.5%
Two+
0.7%
Source: NCES CCD (2025)

Equity & Title I

In the United States, Free/Reduced Lunch (FRL) eligibility is the primary federal proxy for student poverty. Schools with 40% or more FRL-eligible students typically qualify for Title I school-wide programs.

FRL %20%
State Avg48%
Title INo
Source: NCES CCD (2025)